Thinking-learning-creating cubicle and method for use

ABSTRACT

A method for developing cognitive and motor skills in students comprising the steps of providing a thinking-learning-creating cubicle having a plurality of walls forming an enclosed space. The walls are operative to substantially prevent visual and auditory stimuli from sources disposed exteriorly of the walls from penetrating the enclosed space, thereby reducing distractions to a student positioned within the enclosed space. A learning interface in electrical communication with an interactive teaching apparatus is disposed within the enclosed space which is configured to direct the student&#39;s attention toward the learning interface. Communication means are provided which permit communication between an individual positioned within the enclosed space and an individual positioned exteriorly of the enclosed space. The method also includes the step of selecting a learning task for a student to execute within the enclosed space. A student disposed within the enclosed space executes the selected learning task and the student&#39;s progress in executing the task is monitored.

FIELD OF THE INVENTION

The present invention relates generally to methods for developing skillsin students with special needs and more particularly to methods fordeveloping skills in such students utilizing athinking-learning-creating cubicle.

BACKGROUND OF THE INVENTION

The learning environment present in most public and private schools isstructured to teach a predetermined amount of material within a giventime to the average student who learns well in a group environment andsocializes easily with his or her classmates. Unfortunately, manystudents with special needs such as very bright students do not learnwell in a group environment or have learning difficulties such asattention deficit disorder (ADD) or attention deficit hyperactivitydisorder (ADHD) which prohibit them from learning at the level at whichthey are capable. These students are easily distracted from theirlearning tasks by auditory and visual stimuli within the learningenvironment. Such auditory and visual stimuli include movement andtalking of classmates, people passing by the classroom door, an inclassheater turning on, or activities seen or heard through a classroomwindow. While teachers may attempt to reduce the distractions to astudent by carefully selecting their seating position within the room,these distractions remain a significant problem for such students. Somestudents learn at a pace faster than their peers or have an inability tofocus on tasks for the length of time required to teach a large numberof students. Alternately, select students need particularized repetitionin a single mode, such as those students who learn better using onesense or another, such as those students who learn primarily by hearingand who greatly benefit from listening to a lesson repeatedly.

Due to the large number of students which must be taught in eachclassroom and the time constraints, teachers are unable to structure andprovide special lessons which are appropriate for these students. Thenumber of people who fail to complete grammar or high school despitetheir high intelligence are numerous and well known. Thus, it isapparent that the learning environment in most schools possessesinsufficient flexibility to accommodate these "special needs" childrenas the traditional learning environment cannot be easily "custom fit" toteach each child in the fashion which is most effective for them.

There exist a variety of substitutes for the typical learningenvironment for those children who cannot function appropriately orlearn at their level within the environment provided by most public andprivate schools. Home schooling of children by parents is a fast growingphenomenon which is gaining popularity in the United States. Manyparents choose home schooling because their children have not performedwell in the traditional classroom environment for a variety of reasons.Another substitute for the typical learning environment which isprovided by public and private schools include special educationalprograms or special classes within the same facilities which offer thetraditional learning classes. Unfortunately, these special classesisolate children from their peers and these children fail to learnappropriate socialization skills. Such children are often labeled as"different" and are ostracized by their peers.

The disadvantages of these substitutes for the typical learningenvironment are numerous and include increased expense as well aspotential socialization problems for the children. The level of learningwhich is accomplished by these students in selected substitutes for thetypical learning environment is uncertain.

Thus, by increasing the flexibility of the traditional learningenvironment to accommodate these special children, these children mayavoid the negative social stigma without sacrificing their education orposing significant financial constraints on parents or schools.

SUMMARY OF THE INVENTION

The present invention is directed to a method for developing cognitiveand motor skills in a special needs student comprising the steps ofproviding a learning cubicle having a plurality of walls forming anenclosed space. The enclosed space is sufficiently large so as to permitat least one individual to stand upright within the enclosed space. Thewalls are operative to reduce distractions within the enclosed space bypreventing visual and auditory stimuli from sources disposed exteriorlyof the walls from penetrating the enclosed space. At least one seat isdisposed within the enclosed space. A door allowing access to theenclosed space is provided, the door in its closed position beingoperative to substantially prevent visual and auditory stimuli fromsources disposed exteriorly of the enclosed space from penetrating theenclosed space.

A learning interface such as a computer terminal including a monitor anda keyboard or a television and video cassette recorder is disposedwithin the enclosed space. The learning interface is in electricalcommunication with an interactive teaching apparatus such as amicroprocessor or other learning system. The interactive teachingapparatus may be a centralized microprocessor which is in electricalcommunication with a plurality of learning interfaces remotely locatedfrom the microprocessor. Alternately, the learning interface and theinteractive teaching apparatus may comprise a microprocessor, keyboardand monitor all positioned within the enclosed space.

The enclosed space is configured to direct the student's attentiontoward the learning interface. Means for providing a controllable levelof illumination within the enclosed space are provided, and preferablyinclude a plurality of lights and a dimmer switch in electricalcommunication with the lights. A high intensity light may be providedfor students whose special needs arise from seasonal affective disorder.

Means for selectively dispensing an aroma are preferably provided and,in the preferred embodiment, include an atomizer. Means for ventilatingthe enclosed space are also provided and preferably include aventilating fan.

Communication means are provided which are operable to permitcommunication between a student within the enclosed space and anindividual such as a teacher positioned exteriorly of the learningcubicle. In the preferred embodiment, an intercom and speaker areutilized although alternate embodiments may include a series ofindicating lights positioned both within the enclosed space andexteriorly of the learning cubicle. The communication means arepreferably configured to be activated by either the student or theteacher.

After the learning cubicle has been provided, the next step in themethod includes selecting a learning task for a student to performwithin the enclosed space. A student is disposed within the enclosedspace and executes the selected learning task. The progress of thestudent is monitored during the execution of the task. Other objects,advantages and applications of the present invention will be made clearby the following detailed description of a preferred embodiment of theinvention. The description makes references to drawings in which:

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a perspective view of the exterior of the learning cubicle ofthe present invention;

FIG. 2 is a side view of the enclosed space within the learning cubicle;

FIG. 3 is a top view of the enclosed space within the learning cubicle;and

FIG. 4 is a view of the uppermost portion of the enclosed space withinthe learning cubicle.

DETAILED DESCRIPTION

The present invention is a method for developing cognitive and motorskills in a student having special needs such as high intelligence,ADD/ADHD, seasonal affective disorder or other conditions which makelearning in the traditional school environment difficult. The methodcomprises the steps of providing a learning cubicle described in detailhereinbelow. A learning task is selected for the student to performwithin the learning cubicle by a teacher, aide or the student. Thestudent is disposed within the cubicle and executes the selectedlearning task. The student's progress in executing the task is monitoredby a teacher, aide or the like.

The learning cubicle 10, shown in FIG. 1, includes a plurality of walls12 which form an enclosed space 14, best seen in FIG. 2. The enclosedspace 14 is sufficiently large so as to permit at least one student andpreferably a student and a teacher to stand upright within the enclosedspace 14. The walls 12 are operative to reduce distractions within theenclosed space by preventing visual and auditory stimuli from sourcesdisposed exteriorly of the walls 12 from penetrating the enclosed space14. In the preferred embodiment, the walls 12 are opaque and haveplaced, on the side disposed within the enclosed space 14, a softcovering which assists in absorbing sound. The walls 12 may be variouslyconfigured and may be structured so as to be easily assembled, relocatedand reassembled.

At least one seat 16 is disposed within the enclosed space 14 and issuitable for supporting a student or teacher. The seat may be aswing-out stool attached to one of the walls 12, a chair or the like.

The walls 12 of the learning cubicle may be structured to permit aplurality of such learning cubicles to be assembled in a side by sidefashion, thereby achieving cost efficiencies.

A door 18 is formed in the walls 12 which allows access to the enclosedspace 14. The door 18, in its closed position, is operative to reducedistractions within the enclosed space 14 by preventing visual andauditory stimuli from sources disposed exteriorly of the enclosed space14 from penetrating the enclosed space. In a preferred embodiment, apanel of one-way glass 20 is disposed within the door to allow a teacheror supervisor to view the student within the learning cubicle withoutpermitting visual and auditory stimuli from entering the enclosed spaceand disturbing the student.

A learning interface 22 is disposed within the enclosed space, and inthe preferred embodiment includes a computer terminal having a monitor24 and keyboard 26. In the alternate embodiments, a television may beutilized as the learning interface. The learning interface 22 ispreferably in electrical communication with an interactive teachingapparatus such as a microprocessor 28. Alternately, a video cassetterecorder may be utilized, the student being able to start, stop andrewind the lesson so that they may repeat portions of the lesson. Themicroprocessor may be positioned within the enclosed space 14 or may bedisposed exteriorly of the learning cubicle 10. For example, the monitor24 and keyboard 26 may be in electrical communication with a centralizedmicroprocessor through which a plurality of such learning interfaces 22may be controlled. Such a network of learning interfaces are commonlyused in learning environments where a centralized storage and control ofteaching materials is desired. The teacher, aide or the like may selecta task for the student to complete remotely or by operating the learninginterface.

An almost limitless number of learning tasks maybe accomplished in sucha cubicle. In particular, any learning task which may be performed on acomputer terminal or which is suitable for completion within theenclosed space 14 may be selected to be performed by the student. Thestudent may also take tests or perform other tasks related to learningwithin the enclosed space.

Additionally, a computerized learning task may be operative to enable ateacher, aide or the like to monitor the student's progress duringexecution of the task. For example, the computer may send a signal tothe teacher when a student completes a selected number of steps in thetask or fails to accomplish a selected task within a selected time. Thelearning interface 22 may include software which enables the student tosend and receive messages from a terminal or other similar devicelocated proximate to the teacher.

The enclosed space 14 is configured to direct the student's attentiontoward the learning interface so that students who have difficultyfocusing their attention for a significant period of time are assistedby the configuration of the interior walls and other elements positionedwithin the enclosed space 14.

The learning interface is preferably positioned on the desk 31 or otherhorizontal work surface within the enclosed space 14. Additional storage32 may be provided for other equipment such as musical instruments, taperecorders or other equipment which the student may need to complete atask. This enables students to complete their tasks without leaving theenclosed space 14. Preferably, the storage 32 prohibits the student fromviewing the contents disposed therein, thus reducing the extraneousstimuli which may distract the student from completion of the learningtask.

Means for providing a controllable level of illumination within theenclosed space are provided and, in the preferred embodiment, include aplurality of lights 34 in electrical communication with a dimmer switch38. This enables the level of illumination to be controlled by thestudent positioned within the enclosed space. The dimmer switch 38 mayalternately be positioned exteriorly of the enclosed space so that anindividual such as a teacher who is not within the enclosed space maycontrol the level of illumination. In an alternate embodiment, a highintensity light 36 may be provided, such a high intensity light beingparticularly suitable for helping students with seasonal affectivedisorder to complete their tasks. Additionally, it is preferred that theintensity light 36 be controlled with a dimmer switch or other suitablemeans.

Selected students may benefit from working in an environment which ispredominated by a particular color. This effect may be achieved withinthe enclosed space 14 by utilizing colored lights. Such colored lightsmay also be utilized in conjunction with colored sliding panels whichmay be placed over the interior of the walls 12. Preferably, suchsliding panels resemble window shades of the type which are rolled ontoa rod. The sliding panels being manufactured using similar technology.Such sliding panels may be positioned proximate to the upper end of theenclosed space and drawn downward to cover the walls sufficiently so asto provide an environment within which such color dominates. The effectmay be modified with the amount of white light provided within theenclosed space. Alternate methods and structures may be utilized to varythe predominant color scheme within the enclosed space 14, thusproviding a working environment which may assist students whose specialneeds may be addressed by a color change in the environment within whichthey are working.

Means for selectively dispensing an aroma within the enclosed space 14are preferably provided and include an atomizer 40. The atomizer 40emits a scent which is intended to have a particular effect on thestudent positioned within the booth. For example, lavender is known tohave a calming effect on individuals while peppermint has a stimulatingeffect on individuals. The ventilation fan 42 may be utilized to quicklyeliminate such scents from the enclosed space 14 so that a subsequentstudent is not affected by the aroma utilized to enhance the performanceof the previous student.

Communication means are provided in the present invention which permitcommunication between an individual positioned within the enclosed space14 and an individual positioned exteriorly of the enclosed space 14.Such communication means enables a teacher, aide or the like to monitorthe student's progress during the execution of the learning task. Thecommunication means may be auditory via an intercom 44 and speaker 46 orthrough a series of lights 52. For example, red and green lights may beutilized to indicate that the student needs help, has completed the taskor requests that an interior condition such as lighting or temperaturebe adjusted.

The speaker 46 may be utilized to introduce music into the enclosedspace. The music may be used for a variety of purposes, includingsoothing, teaching and the like. Earphones and other controls such asvolume may also be provided to enable the student to listen to the musicwithout disturbing those outside of the enclosed space.

A timer 48 is preferably provided, the timer including a clock and bellto signal when the student's time for completion of the task is nearlycomplete and when the time for completion of the task has expired.

The elements within the enclosed space 14 may be variously positioned tomeet the special needs of individual students. Controls which arepositioned interiorly or exteriorly of the learning cubicle may be movedto other positions more convenient for a particularized application ofthe learning cubicle.

Having described the various embodiments of the present invention withreference to the accompanying figures, it will be appreciated thatvarious changes and modifications can be made without departing from thescope or spirit of the invention.

I claim:
 1. A method for developing cognitive and motor skills in aplurality of students comprising the steps of:I. providing a pluralityof learning cubicles, each learning cubicle havingA. a plurality ofwalls forming an enclosed space sufficiently large so as to permit atleast one individual to stand upright within the enclosed space, thewalls operative to substantially prevent visual and auditory stimulifrom sources disposed exteriorly of the walls from penetrating theenclosed space so as to reduce distractions within the enclosed spacethe walls of the learning cubicle having a color associated therewith,B. a seat disposed within the enclosed space, C. a door allowing accessto the enclosed space, the door, in its closed position, operative tosubstantially prevent visual and auditory stimuli from sources disposedexteriorly of the enclosed space from penetrating the enclosed space, D.a learning interface disposed within the enclosed space, the interfacebeing in electrical communication with an interactive teachingapparatus, the enclosed space being configured to direct the student'sattention toward the learning interface, E. means for providing acontrollable level of illumination within the enclosed space, F. meansfor selectively dispensing an aroma within the enclosed space, G. meansfor ventilating the enclosed space, H. communication means operable topermit communication between an individual positioned within theenclosed space and an individual positioned exteriorly of the enclosedspace; and I. means for selectively and non-permanently changing thecolor of at least a portion of the cubicle walls to one or moreadditional colors, II. selecting a learning task for each student toexecute within one of the enclosed spaces, III. disposing one of thestudents within each enclosed space; IV. each student executing theirselected learning task, V. monitoring each student's progress inexecuting their task VI. adjusting the level of illumination, selectingand dispensing an aroma, and selecting a color for the walls for each ofthe cubicles so as to optimize the learning environment for the studentwithin each enclosed space.
 2. The method of claim 1 wherein the step ofselecting a learning task includes the step of selecting a learning taskfor the student to execute in the learning interface.
 3. The method ofclaim 1 wherein the step of providing a cubicle includes the step ofproviding a cubicle having the interactive teaching apparatus disposedwithin the enclosed space.
 4. The method of claim 1 wherein the step ofmonitoring the student's progress in executing the task includes thestep of sending a signal to the learning interface from the interactiveteaching apparatus.
 5. A learning cubicle for providing an isolatedlearning environment for a student to enhance a learning process, saidlearning cubicle comprising:a plurality of walls forming an enclosedspace sufficiently large so as to permit at least one individual tostand upright within the enclosed space, the walls operative tosubstantially prevent visual and auditory stimuli from sources disposedexteriorly of the walls from penetrating into the enclosed space, saidwalls having a color associated therewith; means for selectively andnon-permanently changing the color of at least a portion of said wallsto a one or more additional colors; a seat disposed within the enclosedspace; a door disposed in one of said plurality of walls and allowingaccess to the enclosed space, the door, in a closed position, operativeto substantially prevent visual and auditory stimuli from sourcesdisposed exteriorly of the enclosed space from penetrating into theenclosed space; a learning interface disposed within the enclosed spacefor operation by the student, the enclosed space being configured todirect the student's attention toward the learning interface; aninteractive teaching apparatus in electrical communication with thelearning interface; means for providing a controllable level ofillumination within the enclosed space; means for selectively dispensingan aroma within the enclosed space; means for ventilating the enclosedspace; and communication means operable to permit communication betweenan individual positioned within the enclosed space and an individualpositioned exteriorly of the enclosed space.
 6. A learning cubicleaccording to claim 5, further comprising a work surface disposed withinthe enclosed space, said learning interface being disposed on said worksurface.
 7. A method for developing cognitive and motor skills in astudent comprising the steps of:I. providing a learning cubicle havingA.a plurality of walls forming an enclosed space sufficiently large so asto permit at least one individual to stand upright within the enclosedspace, the walls operative to substantially prevent visual and auditorystimuli from sources disposed exteriorly of the walls from penetratingthe enclosed space so as to reduce distractions within the enclosedspace, B. a seat disposed within the enclosed space, C. a door allowingaccess to the enclosed space, the door, in its closed position,operative to substantially prevent visual and auditory stimuli fromsources disposed exteriorly of the enclosed space from penetrating theenclosed space, D. a learning interface disposed within the enclosedspace, the interface being in electrical communication with aninteractive teaching apparatus, the enclosed space being configured todirect the student's attention toward the learning interface, E. meansfor providing a controllable level of illumination within the enclosedspace, F. means for selectively dispensing an aroma within the enclosedspace, G. means for ventilating the enclosed space, H. communicationmeans operable to permit communication between an individual positionedwithin the enclosed space and an individual positioned exteriorly of theenclosed space; and I. means for selectively and non-permanentlychanging the color of at least a portion of the cubicle walls to one ormore additional colors, II. selecting a learning task for a student toexecute within the enclosed space, III. disposing the student within theenclosed space; IV. the student executing their selected learning task,V. monitoring the student's progress in executing their task VIadjusting the level of illumination, selecting and dispensing an aroma,and selecting a color for the walls for each of the cubicles so as tooptimize the learning environment for the student within the enclosedspace.